scholarly journals Cognitive dialogue as a human-forming strategy of education

2021 ◽  
Author(s):  
Л.Ю. Мухаметзянова
Keyword(s):  
Educational Practice ◽  
Educational Process ◽  
Human Dimension ◽  
Dialogical Self ◽  
University Teachers ◽  
Social Meanings ◽  
Forming Strategy ◽  
Self Knowledge ◽  
Intelligent Community ◽  
The Individual

Актуальность статьи обусловлена необходимостью определения развивающих, обучающих и воспитывающих векторов когнитивного диалога, сопряженных с человеко-мерностью знания, определяющей гуманистические смысловые приоритеты Человека современного противоречивого мира. Цель статьи - ввести понятие «когнитивный диалог» в проблемное поле когнитивной педагогики как человекообразующей стратегии педагогического взаимодействия, детерминирующего концептуально-ценностные образования гармоничного развития личности. Определены этапы развития диалогического самопознания в процессе когнитивного диалога в единстве логических и эмоционально-образных координат на материале художественных произведений.Результатом исследования явилась разработка принципов когнитивного диалога: принципа человекосообразности, обеспечивающего развитие гуманистической рефлексии взаимодействия в рамках интеллигентного сообщества субъектов образовательного процесса;принципа гармонической соразмерности, определяющего концептуальное гуманистическое осознание симметричного согласования личностных и социальных смыслов когнитивного развития человека и результативных правил их реализации в образовательной практике. Статья предназначена для педагогов, психологов, преподавателей вузов, исследователей в области современной педагогики. The relevance of the article is due to the need to determine the teaching, educating and developing vectors of cognitive dialogue, coupled with the human dimension of scientific knowledge, which determines the humanistic semantic priorities of the Man in the modern contradictory world. The purpose of the article is to introduce the concept of "cognitive dialogue" into the problem field of cognitive pedagogy as a human-forming strategy of pedagogical interaction, which determines the conceptual-value formations of the harmonious development of the individual. The stages of development of dialogical self-knowledge in the process of cognitive dialogue in the unity of logical and emotional-figurative coordinates on the material of works of art are determined. The result of the study was the development of effective principles of cognitive dialogue: human conformity, which ensures the development of humanistic reflection of interaction within the framework of the intelligent community of subjects of the educational process, harmonious proportionality, which determines the conceptual humanistic awareness of the symmetrical coordination of personal and social meanings of human cognitive development and the rules for their implementation in educational practice. The article is intended for teachers, psychologists, university-teachers, researchers in the field of modern pedagogy.

scholarly journals Practice-oriented Training of School Children in the Conditions of the Federal State Educational Standard

2020 ◽  
Vol 6 (11) ◽  
pp. 408-419
Author(s):  
N. Smirnova ◽  
I. Aleksandrova
Keyword(s):  
Cognitive Activity ◽  
Educational Practice ◽  
Educational Process ◽  
Educational Activity ◽  
Federal State ◽  
Krasnoyarsk Krai ◽  
Educational Standard ◽  
The Individual ◽  
State Educational ◽  
Additional Education

The article deals with one of the directions of educational practice — practice-oriented training. In the implementation of practice-oriented training in modern education can help institutions of additional education, because they have a high adaptation to changes in society, quickly respond to individual educational and other needs of children, and most importantly, unlike regulated school education, offer the freedom to choose programs, directions of training, education and development. New requirements for the organization of the educational process in the system of additional education was a prerequisite for the development of a model of formation of universal educational actions on the basis of Children’s Ecological and Biological Center of Zheleznogorsk, Krasnoyarsk Krai. When creating the model, we took into account that the educational activity of the Children’s Ecological and Biological Center is based on a system-activity approach, which will ensure: the formation of readiness for self-development and continuous education, design and construction of the social environment of students in the education system, active educational and cognitive activity of students, construction of the educational process taking into account the individual age, psychological and physiological characteristics of students. The proposed model can be implemented in all institutions of additional education of natural Sciences.

scholarly journals Steps towards a post-nonclassical methodology of higher education (logical-semantic approach)

2021 ◽  
pp. 81-102
Author(s):  
Inna Aleksandrovna Leskova
Keyword(s):  
Educational Practice ◽  
Individual Characteristics ◽  
Educational Process ◽  
Methodological Principle ◽  
Semantic Approach ◽  
Innovative Teaching ◽  
The Subject ◽  
New Perspective ◽  
The Individual ◽  
Logical Semantic

Post-nonclassical nature of changes in education actualizes the need for transforming its methodological grounds. The goal of this article is to offer a new perspective of interpretation of the methodology of education, as well as trace the steps towards its post-nonclassical transformation. The research leans on the theoretical-methodological provisions of the logical-semantic approach, which focuses on the laws of conceptualization. The article explores the objective and subjective logical-semantic patterns of the work of mind characteristic to classical and post-nonclassical worldview. Congruence with the objective logic of the work of mind of methodological grounds in educational practice of the higher school is confirmed by examples. The examples show the limitations of their methodological capabilities in solving modern problems of knowledge and practice. The limitations of their methodological capabilities in solution of the relevant cognitive tasks and practice are indicated. The article suggest and analyzes the methodological principle of the subject, which determines the human-sizedness and communicative alignment of methodological system of education, which ensures its compliance with the post-nonclassical methodology of science. The author demonstrates a number of changes within the education system, which are methodologically substantiated by the principle of the subject. The highlighted logical-semantic patterns of the work of mind can be used as an instrument for understanding and explaining the components of educational process, as well as their design and management. The author proposes a nonlinear structure of the content of education. It can underlie the creation of learning model, which would consider the individual characteristics of students and fulfill the educational potential of the traditional and innovative teaching systems.

scholarly journals Theoretical Substantiation of the Support Model for Master’s Degree Students’ Self-Determination during Teaching Practice

2020 ◽  
Vol 22 (9) ◽  
pp. 11-36
Author(s):  
E. V. Neumoeva-Kolchedantseva
Keyword(s):  
Teaching Practice ◽  
Web Of Science ◽  
Educational Practice ◽  
Educational Process ◽  
Future Teacher ◽  
Self Determination ◽  
Future Teachers ◽  
Theoretical Substantiation ◽  
The Individual

Introduction. In the conditions of complexity, uncertainty, and diversity of contemporary Russian reality, the task of personal self-determination for the future teacher, understood as a mechanism of self-regulation, becomes a priority. In this regard, it is appropriate to consider teaching practice not only in the context of professional self-determination, but including personal selfdetermination. The “activity-based” interpretation of personal self-determination provides the prospects for finding an integrative pedagogical mechanism, which mediates the process of future teachers’ personal self-determination. The aim of the present research is the conceptualisation of ideas about pedagogical support as a mechanism and form of mediating personal selfdetermination, theoretical substantiation of the model for pedagogical support of students’ personal self-determination during the period of teaching practice. Methodology and research methods. To achieve the goal of the research, a reliable theoretical and methodological base has been defined: cultural-historical theory, psychological theory of activity, subject-activity approach, modern interpretation of the existential approach in psychology, environmental approach, and hermeneutic approach in pedagogy. The following methods of theoretical level are used: analysis of the main tendencies of modern pedagogical education development; analysis of basic theories and approaches; conceptualisation of pedagogical support ideas; hypothesis, modelling, extrapolation; generalization of research results. The materials of the research are: the sources of scientific information recognised in the scientific community (47 sources), included in the RSCI citation base, in the international citation systems Web of Science, Web of Science (RSCI), Scopus; well-known models of psychological and pedagogical support of a person in the educational process; local experience of testing the author’s model for supporting students’ personal self-determination during the period of teaching practice. Results. A developed theoretical model for supporting students’ personal self-determination during the period of teaching practice includes: design of the individual trajectory for development as the main means of support; justification of the interaction between tutors and students as the main mode of pedagogical support; disclosure of meaningful dominants of support at the main stages of personal interaction with the social and educational environment; general characterisation of the proposed methods and means of pedagogical support. The strategy of pedagogical support is proposed, taking into account the essential properties of personal self-determination (an activity of externally and internally mediated process) and the objective possibilities of teaching practice as a “space of self-determination”, which consists in ensuring the movement of the individual from external to internal, from unconscious to conscious, from passive to intentional, from spontaneous to a controlled process of selfdetermination. Scientific novelty. For the first time, pedagogical support is justified as a mechanism for mediating the personal self-determination of a future teacher. The model of pedagogical support as a mediating activity of a teacher is theoretically substantiated. The novelty of the model lies in the restructuring of the relations of its main elements: the support stages are isomorphic to the stages of selfdetermination; the “prolonged” means of support is an individual development path that integrates other means and methods. Special attention is focused on the role of the tutor’s personality and his or her interaction with students. Practical significance. The model of pedagogical support is presented as the basis for the prospective design and practical implementation of the maintenance procedure, designing and testing its methods and means, comprehending and “enriching” its content. Thus, the demonstrated model is designed to contribute to the formation of pedagogical support for the personal self-determination of future teachers as a real and in-demand educational practice in the current conditions of educational practice.

Capabilities of Additional Space Education in the Formation of Axiological Sphere of the Child

2016 ◽  
Vol 4 (3) ◽  
pp. 40-51
Author(s):  
������� ◽  
Irina Ivanova
Keyword(s):  
General Education ◽  
Extracurricular Activities ◽  
Educational Practice ◽  
Further Education ◽  
Similar Work ◽  
Self Development ◽  
Self Knowledge ◽  
The Creation ◽  
The Individual ◽  
Additional Space

The article deals with the formation of axiological sphere of children in terms of additional space education, which methodological basis is to support the idea philosophical cosmic consciousness that addresses to the inner roots of human activity, his way of �I�, the existential approach to understanding personality. Axiological sphere which plays the role of controller of directional self-development, has the ability to purposefully form on the basis of cosmic consciousness ideas that are the basis of additional space education, which today is an innovative educational practice that combines further education as an educational form and cosmism as an existential basis of self-knowledge and space, the integration of which enables the creation of conditions and opportunities for self-discovery, nurturing a child�s value and meaning, and as a result, leads to self-development and self-forecasting of personality. The article suggested the description of the author�s program of extracurricular activities, �Little Prince�, based on the lines of similar work content of Exupery, realized in working with children of primary school age on the basis of secondary schools of the city of Kaluga and Yukhnovsky area of Kaluga region. The purpose of the program is the creation of conditions for self-knowledge, self-development, self-education and self-forecasting of identity through assimilation of moral and ethical standards and the development of axiological sphere. The novelty of the program is that it is built taking into account the principles of cosmic education. The article describes the structure and content units, methodological support, the criteria for the eff ectiveness of the program, there is the author�s self-monitoring system for children. The �Little Prince� can be widely used in regional educational practice in the context of the implementation of the �Concept of the spiritual and moral development and education of the individual citizen in the Russian sphere of general education.

Reflexive and Value-Based Approach to Pedagogical Support of Adolescent Self-Development: Approach to the Implementation of New Standards

2017 ◽  
Vol 5 (6) ◽  
pp. 41-49
Author(s):  
Ирина Иванова ◽  
Irina Ivanova
Keyword(s):  
Russian Federation ◽  
Educational Practice ◽  
Educational Process ◽  
The Self ◽  
After School ◽  
School Activities ◽  
Self Development ◽  
The Russian Federation ◽  
The Individual ◽  
The Right

The guideline for the self-development of students today is declared by the leading educational documents of the Russian Federation, including: Law of the Russian Federation “On Education”, “The Concept of the Federal Targeted Program for the Development of Education for 2016-2020”, “The Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen” (2009), etc. The materials of the “Strategy for the development of education in the Russian Federation for the period until 2025” indicate that today an important attention should be paid to the training in children the ability to make the right choice, the formation by children of positive life guides and plans, which is an indicator of self-development of the individual. The upbringing of a free personality, ready to bear responsibility for one’s actions, thoughts and actions, are today important tasks of modern education. This target benchmark involves the realization of the subject’s position of the child and the construction of a cooperative relationship between the teacher and children. In the paper the author presents the results of studying the problem of self-development of the individual, which is relevant for modern pedagogical science and educational practice. The present study was carried out within the framework of M.I. Rozhkov, who regards self-development as the realization by the child of his own project of improving the qualities necessary for him, which seems especially urgent in modern sociocultural conditions. As a new idea for the implementation of pedagogical support for the self-development of children, a refl exive-value approach is suggested, within which the pedagogical support of the self-development of adolescents sets the task of shaping the child’s value meanings, and, on the basis of this, building a project of his life. We see the creation of children as self-development projects in the context of specially organized pedagogical support, methodologically based on the laws, principles and mechanisms of the refl exive-value approach. In this case, we are talking about the formation in the child of value meanings, on the basis of which the vision of the project of his life is built. The article presents the elements of the model of pedagogical support for the self-development of adolescents in supplementary education, realized in the context of a refl exive-value approach. The refl exive-value approach to the pedagogical support of students’ self-development can be fully realized in conditions of additional education and after-school activities in the school, since the educational environment organized in them provides the greatest pedagogical opportunities for children’s self-development, namely: voluntary, free choice of direction and type of activity, the content of its education, the volume and pace of its development; taking into account the individual needs of the child, subordination to the nature of the child; the adoption and protection of the individual interests of children; absence of strict regulation of the educational process; cooperation of children and adults; installation of individual experience in productive activities.

Application of BYOD technology in education on the example of Lecture Racing mobile application

2019 ◽  
pp. 56-64 ◽  
Author(s):  
Ju. M. Tsarapkina ◽  
N. V. Dunaeva ◽  
A. M. Kireicheva
Keyword(s):  
Theoretical Analysis ◽  
Mobile Application ◽  
Educational Practice ◽  
Educational Material ◽  
Educational Process ◽  
Bring Your Own Device ◽  
Technology In Education ◽  
Information Culture ◽  
Current State ◽  
Independent Assessment

The article describes the use of BYOD technology (Bring Your Own Device) in educational practice using the Lecture Racing mobile application. This application provides feedback between the teacher and students both in the classroom and during distance learning, contributes to the visualization of educational material and, in general, the informatization of the educational process. The purpose of the study is to conduct a theoretical analysis of the current state and prospects for the development of BYOD technology in Russia and abroad, and to test the benefits of using this technology in educational practice using the specific mobile application. During the study, an analysis of scientific, theoretical and practical literature on BYOD technology was carried out. In the process of experimental work, test tasks were the instrument of measuring knowledge and skills of students. As a result of a theoretical analysis and study of the practical possibilities of using BYOD technology (using the Lecture Racing mobile application as an example), it was found that this technology allows you to visualize information that is displayed in real time on the screen of each student's mobile device, regardless of its location. This technology also allows both the student and the teacher to quickly work with information, provide feedback, receive an independent assessment (since the assessment is set automatically), saves time, and develops the information culture of students.

УКРАЇНОЗНАВЧИЙ ОСВІТНІЙ ЧИННИК В УМОВАХ СУЧАСНОЇ УКРАЇНСЬКОЇ МАСОВОЇ КУЛЬТУРИ

2019 ◽  
pp. 22-29
Author(s):  
Н. В. Фрадкіна
Keyword(s):  
Mass Culture ◽  
Personal Development ◽  
Negative Impact ◽  
Educational Process ◽  
Point Of View ◽  
Character Trait ◽  
Main Task ◽  
Leading Role ◽  
The Individual

The purpose and tasks of the work are to analyze the contemporary Ukrainian mass culture in terms of its value and humanistic components, as well as the importance of cultural studies and Ukrainian studies in educational disciplines for the formation of a holistic worldview of modern youth.Analysis of research and publications. Scientists repeatedly turned to the problems of the role of spirituality in the formation of society and its culture. This problem is highlighted in the publications by O. Losev, V. Lytvyn, D. Likhachev, S. Avierintsev, M. Zakovych, I. Stepanenko and E. Kostyshyn.Experts see the main negative impact of mass culture on the quality approach, which determines mass culture through the market, because mass culture, from our point of view, is everything that is sold and used in mass demand.One of the most interesting studies on this issue was the work by the representatives of Frankfurt School M. Horkheimer and T. Adorno «Dialectics of Enlightenment» (1947), devoted to a detailed analysis of mass culture. Propaganda at all socio-cultural levels in the form is similar in both totalitarian and democratic countries. It is connected, according to the authors, with the direction of European enlightenment. The tendency to unify people is a manifestation of the influence of mass culture, from cinema to pop. Mass culture is a phenomenon whose existence is associated with commerce (accumulation in any form – this is the main feature of education), in general, the fact that it exists in this form is related to the direction of the history of civilization.Modern mass culture, with its externally attractive and easily assimilated ideas and symbols, appealing to the trends of modern fashion, becomes a standard of prestigious consumption, does not require intense reflection, allows you to relax, distract, not teach, but entertains, preaches hedonism as the main spiritual value. And as a consequence, there are socio-cultural risks: an active rejection of other people, which leads to the formation of indifference; cruelty as a character trait; increase of violent and mercenary crime; increase in the number of alcohol and drug addicts; anti-patriotism; indifference to the values of the family and as a result of social orphanhood and prostitution.Conclusions, perspectives of research. Thus, we can conclude that modern Ukrainian education is predominantly formed by the values of mass culture. Namely, according to the «Dialectic» by Horkheimer and Adorno, «semi-enlightenment becomes an objective spirit» of our modern society.It is concluded that only high-quality education can create the opposite of the onset of mass culture and the destruction of spirituality in our society. It is proved that only by realizing the importance of cultivating disciplines in the educational process and the spiritual upbringing of the nation, through educational reforms, humanitarian knowledge will gradually return to student audiences.Formation of youth occurs under the influence of social environment, culture, education and self-education. The optimal combination of these factors determines both the process of socialization itself and how successful it will be. In this context, one can see the leading role of education and upbringing. It turns out that the main task of modern education is to spread its influence on the development of spiritual culture of the individual, which eventually becomes a solid foundation for the formation of the individual. Such a subject requires both philosophical and humanitarian approaches in further integrated interdisciplinary research, since the availability of such research will provide the theoretical foundation for truly modern educational and personal development.

MULTIDIMENSIONAL MANAGEMENT CONTEMPORARY: GENERATION OF SOCIAL MEANINGS FOR A NEW COLLECTIVE IDENTITIES

2018 ◽  
Vol 1 (14) ◽  
pp. 264-273
Author(s):  
Inna Andriivna Semenets-Orlova ◽  
Yaroslava Yaroslavivna Kyselova
Keyword(s):  
Social Activity ◽  
Professional Activity ◽  
Collective Identities ◽  
Dominant Type ◽  
Civil Responsibility ◽  
European Area ◽  
Social Meanings ◽  
Characteristic Features ◽  
Decentralization Reform ◽  
The Individual

The article is devoted to the analysis of the process of generating social meanings on the area of European civilization. Authors assign a separate place to the research of the tendency of increasing social activity in local communities, which accompanies decentralization processes in modern Ukraine. The article analyzes the characteristic features of non-tribes, based on the M. Maffesoli’s concept of “neo-tribalism”, and traces the tendency of reactualization a partly transformed communal way of life of modern tribes. The authors investigate the retrieval of the request for a valuable education in society. It is emphasized on the growing tendency of the filling of the meaning of the professional activity of public administrators, according to the significant request of providing public interests and collective goals by citizens. The authors singled out a new role of public administration — providing public education. In the context of this problem, the authors substantiate the critical need for a successful completion of the authority decentralization reform in Ukraine. Proceeding from the process of neo-tribalism that covers modern Europe, the authors predict the emergence of a new collective identities on the European area. The authors point to a characteristic tendency: Ukrainians are deeply embedded in solving internal problems of society, which manifests in the correction of gaps in cultural and educational policies of past years, self-organization (through volunteer and volunteer movements), civil responsibility for the welfare of their communities, and participation in the management of local affairs. According to the authors, this tendency influences the dominant type of future sociality (it is not the individual “Me”, but “Me as a part of community”).

THE VALUE OF LOVE IN THE SYSTEM OF FORMATION OF THE PROFESSIONAL MATURITY OF THE EDUCATOR

2020 ◽  
Vol 1 (10(79)) ◽  
pp. 12-18
Author(s):  
G. Bubyreva
Keyword(s):  
Russian Federation ◽  
The State ◽  
Educational Process ◽  
Wide Range ◽  
The Family ◽  
The Russian Federation ◽  
The Government ◽  
The Individual ◽  
The Right

The existing legislation determines the education as "an integral and focused process of teaching and upbringing, which represents a socially important value and shall be implemented so as to meet the interests of the individual, the family, the society and the state". However, even in this part, the meaning of the notion ‘socially significant benefit is not specified and allows for a wide range of interpretation [2]. Yet the more inconcrete is the answer to the question – "who and how should determine the interests of the individual, the family and even the state?" The national doctrine of education in the Russian Federation, which determined the goals of teaching and upbringing, the ways to attain them by means of the state policy regulating the field of education, the target achievements of the development of the educational system for the period up to 2025, approved by the Decree of the Government of the Russian Federation of October 4, 2000 #751, was abrogated by the Decree of the Government of the Russian Federation of March 29, 2014 #245 [7]. The new doctrine has not been developed so far. The RAE Academician A.B. Khutorsky believes that the absence of the national doctrine of education presents a threat to national security and a violation of the right of citizens to quality education. Accordingly, the teacher has to solve the problem of achieving the harmony of interests of the individual, the family, the society and the government on their own, which, however, judging by the officially published results, is the task that exceeds the abilities of the participants of the educational process.  The particular concern about the results of the patriotic upbringing served as a basis for the legislative initiative of the RF President V. V. Putin, who introduced the project of an amendment to the Law of RF "About Education of the Russian Federation" to the State Duma in 2020, regarding the quality of patriotic upbringing [3]. Patriotism, considered by the President of RF V. V. Putin as the only possible idea to unite the nation is "THE FEELING OF LOVE OF THE MOTHERLAND" and the readiness for every sacrifice and heroic deed for the sake of the interests of your Motherland. However, the practicing educators experience shortfalls in efficient methodologies of patriotic upbringing, which should let them bring up citizens, loving their Motherland more than themselves. The article is dedicated to solution to this problem based on the Value-sense paradigm of upbringing educational dynasty of the Kurbatovs [15].

Neurotechnology as a factor of the educational process transformation

2021 ◽  
pp. 98-13
Author(s):  
Л.Д. Александрова ◽  
Р.А. Богачева ◽  
Т.А. Чекалина ◽  
М.В. Максимова ◽  
В.И. Тимонина
Keyword(s):  
Effective Means ◽  
Individual Characteristics ◽  
Educational Process ◽  
Special Equipment ◽  
Research Areas ◽  
Long Time ◽  
Mental Abilities ◽  
The Individual ◽  
And Control

Изучение возможностей мозга для повышения качества обучения находится в центре внимания педагогической науки уже много лет. Развитие цифровизации позволило использовать в исследованиях специальное оборудование, с помощью которого можно оценивать и контролировать работу мозга, развивать умственные способности, познавательные функции и т. п. Нейротехнологии стали эффективным средством, позволяющим трансформировать образовательный процесс за счет подбора специального учебного контента с учетом индивидуальных особенностей обучающихся. Вместе с тем возникает необходимость в конкретизации терминологии и определении актуальных направлений исследований в данной области. For a long time, the study of the brain capabilities for the improvement of the quality of education has been an urgent direction in pedagogical science. Due to the development of digitalization, new areas of research have emerged related to the use of special equipment that makes it possible to assess and control brainwork, develop mental abilities, cognitive functions, etc. One of them is neurotechnology, which is an effective means of transforming the educational process: it offers educational content based on the individual characteristics of students. Thus, a need to concretize the terminology and determine the current research areas arises. The article aims to attempt to fill this gap with the help of a representative analysis of publications on neurotechnologies, as well as the essence of neuroeducation.

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